88 Brightside Raod, Stanmore Bay
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Fairy Godmothers Network 1 is one of two home-based education and care services in Whangaparaoa. It opened in 2015 and is licensed to provide for up to 60 children.
Currently there are eight educators providing programmes in their homes for up to four children at a time. They are supported by a coordinator, who is a qualified early childhood teacher with a current practising teacher certificate. The coordinator regularly visits each educator and together they plan educational programmes for children.
The Fairy Godmothers' philosophy reflects key values that promote social, emotional and educational outcomes. This is the first review for the service since a change of ownership in 2017. The service is led by a management team consisting of the owner, general manager and education manager.
ERO's 2014 report suggested improvements in playgroup planning and coordinator documentation. It also suggested developments regarding self-review practices. Progress has been made in these areas.
This review was one of two Fairy Godmothers network reviews.
Inclusive relationships and partnerships guide children's learning and service development. Parents are encouraged to contribute to their children's learning programmes. The coordinator and educators regularly communicate with families in a variety of ways, including through electronic media.
The coordinator is developing a good quality programme for children. Appropriate planning and assessment practices guide programmes for children. The coordinator and educators develop monthly plans that are relevant and reflect children's common interests. Children have regular opportunities to meet and play with other children across the network through playgroups and planned excursions. The coordinator's monthly reports record information about the children's programmes and activities.
The service is underpinned by clear professional expectations of staff, and frameworks for strategic development and evaluation. Good practices for monitoring children's wellbeing, health and safety are maintained, particularly for those children under two years of age.
The general manager and the coordinator work together as a professional and supportive team. Their philosophy of home-based education and care and the principles of Te Whāriki, the early childhood curriculum, are evident in their planning, practices and documentation.
The coordinator and educators are benefiting from recent professional development. This learning is beginning to influence educators' understanding about effective practices that best promote children's education and care. The coordinator provides educators with professional support and guidance through monthly workshops and home visits.
The service's appraisal processes are being developed to support the coordinator and educators to develop their teaching practice. The new management team has steps in place to align the coordinator's appraisal with current Education Council requirements.
A comprehensive strategic plan is guiding the service's new direction. Internal evaluation is used widely to support ongoing improvement. The use of more evaluative questions and indicators of effective practice would add greater depth and rigour to this process.
Priorities for service development include:
supporting educators to provide opportunities for challenge and creativity in learning
continuing to grow bicultural aspects of programmes for children
strengthening the rigour of internal evaluation to guide the service's ongoing development.
Before the review, the staff and management of Fairy Godmothers Network 1 completed an ERO Home-based Education and Care Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Fairy Godmothers Network 1 will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
18 June 2018
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Whangaparaoa, Auckland |
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Ministry of Education profile number |
20165 |
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Institution type |
Homebased Network |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
60 children, including up to 60 aged under 2 |
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Service roll |
20 |
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Standard or Quality Funded |
Quality |
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Gender composition |
Boys 10 Girls 10 |
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Ethnic composition |
Māori |
2 |
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Number of qualified coordinators in the network |
1 |
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Required ratios of staff educators to children |
Under 2 |
1:2 |
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|
Over 2 |
1:4 |
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Review team on site |
June 2018 |
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Date of this report |
18 June 2018 |
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Most recent ERO report(s) |
Education Review |
November 2014 |
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|
Education Review |
June 2011 |
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|
Education Review |
May 2008 |
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ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Fairy Godmothers Inc Ltd Network 1 is one of four networks operating as part of the Fairy Godmothers Inc Ltd home-based education and care service. The service operates on the Hibiscus Coast, Whangaparaoa, and in some areas of the North Shore and north-west of Auckland. Since its establishment in 2006, the service has experienced continued roll growth. Seventeen percent of children enrolled in Network 1 have Māori heritage.
Care educators work in their own homes to provide education and care for up to four children at any one time. A team of qualified and registered early childhood teachers (lead teachers) visit homes and support care educators to provide educational programmes for children. The director of the service is fully involved in all aspects of operations, including playgroups and some home visits.
Fairy Godmothers Inc Ltd has a positive ERO reporting history. The professional experience of leaders remains a feature of the service. The June 2011 ERO report identified areas for further development that included strengthening communication with care educators and parents, and improving self review documentation. The service has made good progress in these areas.
This review was part of a cluster of four network reviews of Fairy Godmothers Inc Ltd.
Children experience a curriculum based on their interests. Lead teachers successfully support care educators to develop respectful relationships with children and their families, implement a rich curriculum and assess children's learning. The wellbeing of infants and toddlers is well supported by the small group size. Literacy and science are integrated into meaningful learning contexts. Mathematical learning is encouraged through exploration of everyday experiences. Strengthening practice across the service to reflect and promote the language, culture and identity of Māori children requires further development.
ERO's observation of a playgroup indicated that lead teachers and care educators support children to participate in a wider range of activities than may be available in homes. The larger group provides opportunities for children to develop their social skills. Lead teachers take advantage of these opportunities to build positive relationships with children and care educators.
Learning records demonstrate that children have opportunities to participate in a variety of learning experiences in homes, at playgroup and in the wider community. Care educators are well supported to use Te Whāriki, the early childhood curriculum to help them recognise the learning that happens when children play. Lead teachers effectively model ways for educators to improve the quality of recording children's learning. Reviewing the use of checklists as tools to assess children's learning should establish, for lead teachers, how effectively these tools enable care educators to respond to the interests and strengths of all children.
The cluster group initiative effectively builds care educator practice. They provide opportunities for a small group of care educators to share skills and ideas with each other to support children’s learning. Lead teachers facilitate professional development programmes and build care educator practice to improve learning outcomes for children. They provide families and care educators with ongoing support and guidance through visit notes, emails and phone calls. Care educators who spoke with ERO said they value the knowledge and expertise of lead teachers.
The service provider and lead teachers work as a collaborative team, focused on continuous improvement. They are committed to providing a quality home-based education and care service.
An organisational framework to guide operations and practice is well established. Lead teacher records show that useful systems are in place to monitor health and safety and licensing requirements. The service’s self review and lead teacher appraisal goals are well aligned with longterm goals. Newly-developed appraisal systems are likely to enhance lead teacher practice.
Service managers and ERO agree that key next steps are to:
improve planning and evaluation to show how playgroup experiences impact on children’s learning, and to support future decisions about these
Before the review, the staff and management of Fairy Godmothers Inc Ltd Network 1 completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Fairy Godmothers Inc Ltd Network 1 will be in three years.
Joyce Gebbie
National Manager Review Services Central Region
18 November 2014
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
|
Location |
Whangaparaoa, Auckland |
||
|
Ministry of Education profile number |
20165 |
||
|
Licence type |
Home-based Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children, including up to 60 aged under 2 |
||
|
Service roll |
46 |
||
|
Standard or Quality Funded |
Quality funded |
||
|
Gender composition |
Boys 25, Girls 21 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
8 28 10 |
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Number of qualified coordinators in the network |
2 |
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Reported ratios of staff educators to children |
Under 2 |
1:2 |
Meets minimum requirements |
|
Over 2 |
1:4 |
Meets minimum requirements |
|
|
Review team on site |
September 2014 |
||
|
Date of this report |
18 November 2014 |
||
|
Most recent ERO report(s) |
Education Review |
June 2011 |
|
|
Education Review |
May 2008 |
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.